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Evaluating scripted collaborative gameplay while playing a serious game

Veldkamp, S.A.M. (2013) Evaluating scripted collaborative gameplay while playing a serious game.

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Abstract:Background: Studies investigating computer supported collaborative gameplay over solely gameplay report ambiguous learning effects. It has been suggested that external supports, like scripts, may be necessary to support children in communicating on higher levels and, as a result, in learning more while playing serious games. Aim: The aim of this thesis was to investigate three hypotheses arising from this proposal: Scripted collaborative gameplay improves communication on a higher level, increases the learning results and decreases the motivation. It was thought that using conflict-scripts encourages the children to reflect more and to use more explanations and that this can facilitate the learning experiences. When scripting is proven to be effective, scripted collaborative gameplay could be used in education to facilitate learning. Method: 32 children of the eighth grade were randomly assigned into pairs. An experiment with a scripted condition (n=8) and a control group (n=8) was used. They played a serious game for 25 minutes. The dialogues during gameplay were recorded. The scripted condition got conflict- scripts. They had conflicting variables in the game, which they had to make as high as possible. After gameplay they had to complete a knowledge test individually. A motivation questionnaire was used before and after gameplay to investigate possible motivation changes. Results: The scripted condition used significantly fewer statements of the second-level (t-test; p=.001) and significantly more statements of the third- (t-test; p<0.05) and fourth-level (t-test; p<0.001) than the control group. The scripted condition scored much higher on the knowledge test than the control group (t-test one tailed; p<0.05). Fourth-level statements were significantly related to the knowledge score (r=.474, p<0.01). No significant learning effect was found based on the game score and there was no motivation effect. Conclusion: This study showed that scripting can support children in communication on a higher level and, as a result, in learning more while playing a serious game. This study showed no significant effect of scripting on motivation. Discussion: Before uttering concrete statements about using scripts in education, one should check whether these results can be generalized to other games and other age groups. When the results can be generalized, it is necessary to know the optimal support for children to facilitate learning, in which situations scripting has the best learning effect and how it can be combined with other school activities before it can be added to the curriculum of the schools.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/64192
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